Using data from a survey of farm operators in two Virginia counties, the authors analyze farmers' soil conservation decisions. Results indicate that financial factors, including income and debt, are the most important influences on the sample farmers' use of conservation practices. Additional factors such as perception of erosion, education level, off-farm employment, and tenancy also influence conservation expenditures. Factors influencing conservation tillage acreage differ from those influencing expenditures for other conservation practices. In particular, age and race of the operator and on-farm erosion potential are significantly related to the use of conservation tillage but not other practices. These results are discussed in terms of their implications for conservation programs.

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Systems thinking (ST) skills are often the foundation of sustainability science curricula. Though ST skill sets are used as a basic approach to reasoning about complex environmental problems, there are gaps in our understanding regarding the best ways to promote and assess ST learning in classrooms. Since ST learning provides Science, Technology, Engineering, and Mathematics (STEM) students' important skills and awareness to participate in environmental problem-solving, addressing these gaps is an important STEM learning contribution. We have created guidelines for teaching and measuring ST skills derived from a hybrid of a literature review and through case study data collection. Our approach is based on semi-quantitative cognitive mapping techniques meant to support deep reasoning about the complexities of social-ecological issues. We begin by arguing that ST should be evaluated on a continuum of understanding rather than a binary of correct/incorrect or present/absent. We then suggest four fundamental dimensions of teaching and evaluating ST which include: (1) system structure, (2) system function, (3) identification of leverage points for change, and (4) trade-off analysis. Finally, we use a case study to show how these ideas can be assessed through cognitive maps to help students develop deep system understanding and the capacity to propose innovative solutions to sustainability problems.

Agricultural zoning and land use restrictions are long-standing approaches for controlling nonagricultural development. Agricultural landowners may contest agricultural zoning if they expect zoning to reduce land prices on restricted land. However, it is common to find agricultural landowners on both sides of this issue. A prevailing economic explanation for variation in landowner support is that the price effect of zoning varies across land parcels and therefore, zoning may increases the value of some lands zoned for agricultural use. In this paper, we provide an additional explanation for variation in agricultural landowner support. We use the concepts of net buyers and net sellers of land to suggest that the utility effect of changing land prices depends on an agricultural landowner's position in the agricultural land market. Hence, even in situations where all agricultural landowners expect zoning to reduce agricultural land prices, some subset of agricultural landowners -i.e., net buyers -may benefit. Survey data from agricultural landowners is used to model the probability that an agricultural landowner will support agricultural zoning. The empirical findings are consistent with our hypothesis that net buyers and net sellers of agricultural land will differ in their support for agricultural zoning.

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